Presentation on Italian educational system according to the PISA results 2012 and 2015. The reasons for the failures and the strongpoints of our system.
Education at a Glance 2020 - United States launchEduSkills OECD
Andreas Schleicher presents new Education at a Glance data for the United States, and puts it into the context of the coronavirus (COVID-19) crisis.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education.
OECD PISA 2018 Results - U.K Media BriefingEduSkills OECD
The OECD’s PISA 2018 tested around 600,000 15-year-old students in 79 countries and economies on reading, science and mathematics. The main focus was on reading, with most students doing the test on computers.
Education at a Glance 2020 - European Union launchEduSkills OECD
Andreas Schleicher presents new Education at a Glance data for the European Union, and puts it into the context of the coronavirus (COVID-19) crisis.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education.
Dream jobs? - Teenagers' career aspirations and the future of workEduSkills OECD
Every day, teenagers make important decisions that are relevant to their future. The time and energy they dedicate to learning and the fields of study where they place their greatest efforts profoundly shape the opportunities they will have throughout their lives. A key source of motivation for students to study hard is to realise their dreams for work and life. Those dreams and aspirations, in turn, do not just depend on students’ talents, but they can be hugely influenced by the personal background of students and their families as well as by the depth and breadth of their knowledge about the world of work. In a nutshell, students cannot be what they cannot see. With young people staying in education longer than ever and the labour market automating with unprecedented speed, students need help to make sense of the world of work. In 2018, the OECD Programme for International Student Assessment (PISA), the world’s largest dataset on young people’s educational experiences, collected firstof- its kind data on this, making it possible to explore how much the career dreams of young people have changed over the past 20 years, how closely they are related to actual labour demand, and how closely aspirations are shaped by social background and gender.
Education Transformation and PISA - Andreas Schleicher, OECD Director for Edu...EduSkills OECD
600,000 students representing about 32 million 15-year-olds in the schools of the 79 participating countries and economies, sat the 2-hour PISA test in 2018.
PISA is the OECD's Programme for International Student Assessment. PISA measures 15-year-olds’ ability to use their reading, mathematics and science knowledge and skills to meet real-life challenges.
Education at a Glance 2020 - United States launchEduSkills OECD
Andreas Schleicher presents new Education at a Glance data for the United States, and puts it into the context of the coronavirus (COVID-19) crisis.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education.
OECD PISA 2018 Results - U.K Media BriefingEduSkills OECD
The OECD’s PISA 2018 tested around 600,000 15-year-old students in 79 countries and economies on reading, science and mathematics. The main focus was on reading, with most students doing the test on computers.
Education at a Glance 2020 - European Union launchEduSkills OECD
Andreas Schleicher presents new Education at a Glance data for the European Union, and puts it into the context of the coronavirus (COVID-19) crisis.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education.
Dream jobs? - Teenagers' career aspirations and the future of workEduSkills OECD
Every day, teenagers make important decisions that are relevant to their future. The time and energy they dedicate to learning and the fields of study where they place their greatest efforts profoundly shape the opportunities they will have throughout their lives. A key source of motivation for students to study hard is to realise their dreams for work and life. Those dreams and aspirations, in turn, do not just depend on students’ talents, but they can be hugely influenced by the personal background of students and their families as well as by the depth and breadth of their knowledge about the world of work. In a nutshell, students cannot be what they cannot see. With young people staying in education longer than ever and the labour market automating with unprecedented speed, students need help to make sense of the world of work. In 2018, the OECD Programme for International Student Assessment (PISA), the world’s largest dataset on young people’s educational experiences, collected firstof- its kind data on this, making it possible to explore how much the career dreams of young people have changed over the past 20 years, how closely they are related to actual labour demand, and how closely aspirations are shaped by social background and gender.
Education Transformation and PISA - Andreas Schleicher, OECD Director for Edu...EduSkills OECD
600,000 students representing about 32 million 15-year-olds in the schools of the 79 participating countries and economies, sat the 2-hour PISA test in 2018.
PISA is the OECD's Programme for International Student Assessment. PISA measures 15-year-olds’ ability to use their reading, mathematics and science knowledge and skills to meet real-life challenges.
Why do gender gaps in education and work persistEduSkills OECD
Despite significant progress in narrowing or closing some long-standing gender gaps in many areas of education and employment, in most countries, boys and girls are still not likely to be equally proficient in academic subjects, such as reading, mathematics and science. Moreover, boys and girls still show markedly different attitudes towards learning and aspirations for their future – and that has a significant impact on their decisions to pursue further education and on their choice of career.
This webinar presents OECD data highlighting how differences in attitudes towards failure and competition among boys and girls can influence their decisions about what to study in school and their career expectations. The data also illustrate how these attitudes, developed early in life, influence men’s and women’s career choices later on.
Luxembourg continues to underperform in the Programme for International Student Assessment (Pisa), recording below average results in science, reading and maths since 2000.
The OECD triennial survey of 15-year-olds around the world reported Luxembourg students scored 477 points for science in 2018, compared to the OECD average of 487.
Achieving Equity and Inclusion in Education: An OECD PerspectiveEduSkills OECD
Invited to present and discuss "Achieving Equity and Inclusion in Public Education Systems", Beatriz Pont gave a keynote speech at the Education International Global Education Conference, Unite for Quality Education, 27-28 May, Montreal, Canada. Beatriz’s presentation builds on the Equity and Quality in Education and the Education Policy Outlook series.
More information at www.oecd.org/edu/policyoutlook.htm
Presentatie op congres jeugdwerkloosheid van de Koninklijke Vlaamse Academie van Belgie. Thema's: basiskwalificatie voor iedereen, meer hooggeschoolden, betere trajecten in beroepsopleiding en
Education at a Glance 2020 - United Kingdom launchEduSkills OECD
Andreas Schleicher presents new Education at a Glance data for the United Kingdom, and puts it into the context of the coronavirus (COVID-19) crisis.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education.
Career readiness during COVID - Key OECD dataEduSkills OECD
How can we optimise young people’s preparation for adult employment at a time of extreme labour market turbulence?
Our Career Readiness in the Pandemic project is designed to provide new advice to governments and schools on how to best prepare young people to compete in the coronavirus (COVID-19) labour market.
Education systems can help all students compete more effectively and schools can do more to help young people become more attractive to employers, but the message is not getting through and new waves of austerity and employer retraction will create new barriers to effective action.
This presentation looks highlights key OECD data in this field to deepen our understanding and explore how teenagers;
- think about their futures in work (career ambition)
- what they do to explore their futures and
- experience workplace within and outside of schools
Read more -- https://www.oecd.org/education/career-readiness/
Education and skills policies to alleviate inequalitydvndamme
How is social inequality affecting education and skills, how are education and skills impacting on social inequality and what are the education and skills policies to alleviate inequality. My presentation at the NAEC Seminar in Johannesburg, 16 July 2015
The Education Policy Outlook 2018 - Putting Student Learning at the CentreEduSkills OECD
Taking the students’ perspective, Education Policy Outlook 2018: Putting Student Learning at the Centre analyses the evolution of key education priorities and key education policies in 43 education systems. It compares more recent developments in education policy ecosystems (mainly between 2015 and 2017) with various education policies adopted between 2008 and 2014. This report includes around 200 policies spanning from early childhood education and care (ECEC) to higher education and lifelong learning on topics such as: improving the quality and access to ECEC, promoting education success for all students, reducing the negative impact of some system-level policies and practices, increasing completion of upper secondary education, developing quality vocational education and training, enhancing the quality of tertiary education, supporting transitions across education pathways and the labour market.
Mending the Education Divide: Getting strong teachers to the schools that nee...EduSkills OECD
Teachers can shape their students' educational careers. Research shows that children taught by different teachers often experience very different educational outcomes. This begs the questions: how are teachers assigned to schools in different countries? And to what extent do students from different backgrounds have access to good teachers?
Andreas Schleicher presents the latest OECD TALIS analysis that shows how teachers with different characteristics and practices tend to concentrate in different schools, and how much access students with different socio-economic backgrounds have to good teachers. He then explores how we can change education policy to distribute strong teachers more fairly.
Read the report here https://oe.cd/EduEquity
Were socio-economically advantaged students better equipped to deal with lear...EduSkills OECD
According to data from the Programme for International Student Assessment (PISA), most students in 2018 responded that they believe in their ability to get through a difficult situation and are motivated to learn as much as possible.
But socio-economically disadvantaged students exhibit less of these beliefs and dispositions.
This may have serious implications for the unequal distribution of learning losses during the pandemic, meaning that poorer students may have been left behind to an even greater degree than we thought.
Andreas Schleicher, OECD Director for Education and Skills, presents a new analysis of PISA 2018 data and discusses what it can tell us about how prepared students across the world were for the hardships of learning during the COVID-19 crisis.
The science of learning. can it make learning more resilient against the risk...dvndamme
Education research is growing, but has not enough impact to tackle the systemic risks of education systems (quality, productivity, equity, innovation). Why? Do we work with outdated theories? And can the science of learning help to do better? Keynote at ECER2019.
Successful schools in testing times: Insights from PISA 2018 Volume VEduSkills OECD
Andreas Schleicher presents the latest findings from the most recent cycle of the Programme for International Student Assessment (PISA).
The PISA 2018 Results Volume V report focuses on issues relating to school organisation and the policies and practices that define how education systems work and change over time. The report also covers: school governance, selecting and grouping students, and the human, financial, educational and time resources allocated to teaching and learning. Results from PISA indicate the quality and equity of learning outcomes attained around the world, and allow educators and policy makers to learn from the policies and practices applied in other countries.
Education at a Glance 2020 - Global insightsEduSkills OECD
Andreas Schleicher presents new Education at a Glance data, with a focus on vocational education and training and its role in buffering the negative economic effects of the coronavirus (COVID-19) crisis.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education.
National Skills Strategy Slovenia - Launch of the Diagnostic ReportEduSkills OECD
Building the right skills can help countries improve economic prosperity and social cohesion, by contributing to social outcomes such as health, civil and social engagement, by supporting improvement in productivity and growth and by supporting high levels of employment in good quality jobs.
Career readiness during COVID: How schools can help students enter the labour...EduSkills OECD
Young people today have never left education more ambitious and highly qualified, but even before the pandemic many struggled to find good work. The COVID-19 crisis has made it more urgent than ever for schools to help students prosper as they move through education and into the labour market.
Education systems can help all students compete more effectively in the labour market. Schools can do more to help young people become more attractive to employers, but the message is not getting through and new waves of austerity and employer retraction will create new barriers to effective action. International datasets can help to identify indicators among teenagers that are linked with employment outcomes. This presentation accompanies a webinar that introduces significant new OECD work designed to enable and encourage data-driven career guidance.
Watch the webinar here: https://oecdedutoday.com/oecd-education-webinars/#Previous
Why do gender gaps in education and work persistEduSkills OECD
Despite significant progress in narrowing or closing some long-standing gender gaps in many areas of education and employment, in most countries, boys and girls are still not likely to be equally proficient in academic subjects, such as reading, mathematics and science. Moreover, boys and girls still show markedly different attitudes towards learning and aspirations for their future – and that has a significant impact on their decisions to pursue further education and on their choice of career.
This webinar presents OECD data highlighting how differences in attitudes towards failure and competition among boys and girls can influence their decisions about what to study in school and their career expectations. The data also illustrate how these attitudes, developed early in life, influence men’s and women’s career choices later on.
Luxembourg continues to underperform in the Programme for International Student Assessment (Pisa), recording below average results in science, reading and maths since 2000.
The OECD triennial survey of 15-year-olds around the world reported Luxembourg students scored 477 points for science in 2018, compared to the OECD average of 487.
Achieving Equity and Inclusion in Education: An OECD PerspectiveEduSkills OECD
Invited to present and discuss "Achieving Equity and Inclusion in Public Education Systems", Beatriz Pont gave a keynote speech at the Education International Global Education Conference, Unite for Quality Education, 27-28 May, Montreal, Canada. Beatriz’s presentation builds on the Equity and Quality in Education and the Education Policy Outlook series.
More information at www.oecd.org/edu/policyoutlook.htm
Presentatie op congres jeugdwerkloosheid van de Koninklijke Vlaamse Academie van Belgie. Thema's: basiskwalificatie voor iedereen, meer hooggeschoolden, betere trajecten in beroepsopleiding en
Education at a Glance 2020 - United Kingdom launchEduSkills OECD
Andreas Schleicher presents new Education at a Glance data for the United Kingdom, and puts it into the context of the coronavirus (COVID-19) crisis.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education.
Career readiness during COVID - Key OECD dataEduSkills OECD
How can we optimise young people’s preparation for adult employment at a time of extreme labour market turbulence?
Our Career Readiness in the Pandemic project is designed to provide new advice to governments and schools on how to best prepare young people to compete in the coronavirus (COVID-19) labour market.
Education systems can help all students compete more effectively and schools can do more to help young people become more attractive to employers, but the message is not getting through and new waves of austerity and employer retraction will create new barriers to effective action.
This presentation looks highlights key OECD data in this field to deepen our understanding and explore how teenagers;
- think about their futures in work (career ambition)
- what they do to explore their futures and
- experience workplace within and outside of schools
Read more -- https://www.oecd.org/education/career-readiness/
Education and skills policies to alleviate inequalitydvndamme
How is social inequality affecting education and skills, how are education and skills impacting on social inequality and what are the education and skills policies to alleviate inequality. My presentation at the NAEC Seminar in Johannesburg, 16 July 2015
The Education Policy Outlook 2018 - Putting Student Learning at the CentreEduSkills OECD
Taking the students’ perspective, Education Policy Outlook 2018: Putting Student Learning at the Centre analyses the evolution of key education priorities and key education policies in 43 education systems. It compares more recent developments in education policy ecosystems (mainly between 2015 and 2017) with various education policies adopted between 2008 and 2014. This report includes around 200 policies spanning from early childhood education and care (ECEC) to higher education and lifelong learning on topics such as: improving the quality and access to ECEC, promoting education success for all students, reducing the negative impact of some system-level policies and practices, increasing completion of upper secondary education, developing quality vocational education and training, enhancing the quality of tertiary education, supporting transitions across education pathways and the labour market.
Mending the Education Divide: Getting strong teachers to the schools that nee...EduSkills OECD
Teachers can shape their students' educational careers. Research shows that children taught by different teachers often experience very different educational outcomes. This begs the questions: how are teachers assigned to schools in different countries? And to what extent do students from different backgrounds have access to good teachers?
Andreas Schleicher presents the latest OECD TALIS analysis that shows how teachers with different characteristics and practices tend to concentrate in different schools, and how much access students with different socio-economic backgrounds have to good teachers. He then explores how we can change education policy to distribute strong teachers more fairly.
Read the report here https://oe.cd/EduEquity
Were socio-economically advantaged students better equipped to deal with lear...EduSkills OECD
According to data from the Programme for International Student Assessment (PISA), most students in 2018 responded that they believe in their ability to get through a difficult situation and are motivated to learn as much as possible.
But socio-economically disadvantaged students exhibit less of these beliefs and dispositions.
This may have serious implications for the unequal distribution of learning losses during the pandemic, meaning that poorer students may have been left behind to an even greater degree than we thought.
Andreas Schleicher, OECD Director for Education and Skills, presents a new analysis of PISA 2018 data and discusses what it can tell us about how prepared students across the world were for the hardships of learning during the COVID-19 crisis.
The science of learning. can it make learning more resilient against the risk...dvndamme
Education research is growing, but has not enough impact to tackle the systemic risks of education systems (quality, productivity, equity, innovation). Why? Do we work with outdated theories? And can the science of learning help to do better? Keynote at ECER2019.
Successful schools in testing times: Insights from PISA 2018 Volume VEduSkills OECD
Andreas Schleicher presents the latest findings from the most recent cycle of the Programme for International Student Assessment (PISA).
The PISA 2018 Results Volume V report focuses on issues relating to school organisation and the policies and practices that define how education systems work and change over time. The report also covers: school governance, selecting and grouping students, and the human, financial, educational and time resources allocated to teaching and learning. Results from PISA indicate the quality and equity of learning outcomes attained around the world, and allow educators and policy makers to learn from the policies and practices applied in other countries.
Education at a Glance 2020 - Global insightsEduSkills OECD
Andreas Schleicher presents new Education at a Glance data, with a focus on vocational education and training and its role in buffering the negative economic effects of the coronavirus (COVID-19) crisis.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education.
National Skills Strategy Slovenia - Launch of the Diagnostic ReportEduSkills OECD
Building the right skills can help countries improve economic prosperity and social cohesion, by contributing to social outcomes such as health, civil and social engagement, by supporting improvement in productivity and growth and by supporting high levels of employment in good quality jobs.
Career readiness during COVID: How schools can help students enter the labour...EduSkills OECD
Young people today have never left education more ambitious and highly qualified, but even before the pandemic many struggled to find good work. The COVID-19 crisis has made it more urgent than ever for schools to help students prosper as they move through education and into the labour market.
Education systems can help all students compete more effectively in the labour market. Schools can do more to help young people become more attractive to employers, but the message is not getting through and new waves of austerity and employer retraction will create new barriers to effective action. International datasets can help to identify indicators among teenagers that are linked with employment outcomes. This presentation accompanies a webinar that introduces significant new OECD work designed to enable and encourage data-driven career guidance.
Watch the webinar here: https://oecdedutoday.com/oecd-education-webinars/#Previous
Crowdsourcing Presentation for Creative Company ConferenceTrada
Trada CEO Niel Robertson's presentation on Crowdsourcing for the Creative Company Conference
Check out Trada Reviews here: http://www.trada.com/trada-reviews/
Create an animated game using the free online 'Scratch' program.
'Scratch' program was made by Melbourne Institute of Technology Media Lab and has a world wide sharing community.
7 May 2020 - The Covid-19 crisis has lain bare the economic and financial uncertainty and precarity that many adults face; the 15-year-old students who sit the PISA assessment will soon leave compulsory education and must take this uncertainty into account as they take decisions about further education and career pathways. Find the results of the 3rd OECD PISA financial literacy assessment of students at http://www.oecd.org/daf/pisa-2018-results-volume-iv-48ebd1ba-en.htm.
Disrupted Futures 2023 | Career design under the effect of school and student...EduSkills OECD
This presentation from the OECD Disrupted Futures 2023: International lessons on how schools can best equip students for their working lives conference looks at Understanding impact through quantitative analysis “Career Design Under the Effect of School and Student Socioeconomic Status: A Global Interaction Analysis”. Presented by Ilker Kalender.
Discover the videos and other sessions from the OECD Disrupted Futures 2023 conference at https://www.oecd.org/education/career-readiness/conferences-webinars/disrupted-futures-2023.htm
Find out more about our work on Career Readiness https://www.oecd.org/education/career-readiness/
PISA 2018 - Are Students Smart About Money?EduSkills OECD
Over the past decades, both developed and developing countries have become concerned about the level of financial literacy amongst their citizens, and particularly amongst young people. This concern initially stemmed from worries about the potential impact of shrinking welfare systems and employment-related benefits, shifting demographics, and the increased sophistication and expansion of financial services. The indirect impact of the Covid-19 crisis on individuals’ income and savings (both current and future) and heightened uncertainty in the economic and financial landscape make financial literacy even more crucial for ensuring that citizens are financially resilient.Many 15-year-olds face financial decisions and are already consumers of financial services. They are likely to face growing complexity and risks in the financial marketplace as they move into adulthood. Since better knowledge and understanding of financial concepts and risks could help improve financial decision making amongst adults and young people, financial literacy is now globally recognised as an essential life skill.A growing number of countries provide financial education in school. To minimise curriculum overload, countries typically integrate financial literacy into other subjects and existing courses, rather than introducing an additional subject into an already crowded programme of study. Students may improve their financial skills by acquiring transversal competencies, such as problem solving and critical thinking, in other subjects; at the same time, financial problems can be used as a real-life context for teaching mathematics and other subjects.Thirteen OECD countries and economies and seven partner countries participated in the PISA 2018 assessment of financial literacy. Some 117 000 15-year-old students sat the test, representing around 13.5 million students.
Implications of PIACC Findings for EnglandIpsos UK
Dr Newman Burdett, Head of Centre for International Comparisons, National Foundation for Education Research presented at the BIS / Ipsos MORI event Improving basic skills: An international perspective on a UK dilemma in London on 14 January 2015.
HLEG thematic workshop on "Inequality of Opportunity", Dirk van DammeStatsCommunications
Presentation at the HLEG thematic workshop on "Inequality of Opportunity", 14 January 2015, Paris, France, http://oe.cd/HLEG-workshop-inequality-opportunity-2015
OECD Report: Unprecedented Global Decline In Literacy Scores | Future Educati...Future Education Magazine
A groundbreaking education survey by the Organisation for Economic Cooperation and Development (OECD) has brought to light an “unprecedented” slump in academic progress across numerous countries.
Equity and Quality in Education: Supporting Disadvantaged Students and Schools EduSkills OECD
Investing in equity in education pays off
Improving equity and reducing school failure is a policy priority, but...
There are many different policies and strategies, yet no common knowledge base of what works
Countries face challenges in adopting and implementing policies to improve equity in education
Supporting disadvantaged schools and students is a lever out of the crisis.
There is a need for clear policy responses
Learning more with every year: School year productivity and international lea...Young Lives Oxford
This presentation "Learning more with every year: School year productivity and international learning divergence" was given by Abhijeet Singh of Young Lives, University of Oxford
at the RISE program Summer Meeting at the Centre of Global Development in Washinton DC on 18 June, 2015
Global Initiative on Out-of-school children: Central and Eastern Europe/ CISUNICEF Education
Despite high enrollment rates, many children in the region of Central and Eastern Europe and the Commonwealth of Independent States (CEE/CIS), drop out of school early and many graduate without learning basic literacy and numeracy skills. According to the latest study published by the Out of School Children Initiative, 2.5 million children of basic school age and 1.6 million children of pre-primary school age are out of school in the region. Additionally, many more children from the most marginalized communities are excluded from national data collection procedures and thus are invisible.
Education Policy Outlook - Making Reforms HappenEduSkills OECD
Education Policy Outlook in Brief Looks at education reforms across 34 OECD countries that can touch the lives of more than 150 million students. There are common trends from the more than 450 reforms adopted across countries. With the crisis they are becoming more strategic. Education policy is not only about design. implementation and follow up are vital for success of reforms. The Outlook aims to support policy makers and others to make reform happen that translates into better education in our schools and classrooms
Oleo sponge presentation for Erasmus "met inside"sisifo68
We have designed a sponge that cleans oil from seawater. The idea is to tow a very long barrier made of this sponge along the sea water and clean the surface.
Laboratory activity for the creation of a model of cell division that results in two daughter cells each having the same number and kind of chromosomes as the parent nucleus, typical of ordinary tissue growth.
Report on the sourvey questionnaires on Sciencesisifo68
Survey on the difficulties and demands from students, staff and parents of pupils at Istituto Tecnico Economico "F. Severi" in San Giovanni Valdarno, Tuscany, Italy in September-November 2016.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Embracing GenAI - A Strategic ImperativePeter Windle
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Presentation for Erasmusplus project LTSDU on PISA 2012 results in Italy
1. ERASMUS+ PROJECTERASMUS+ PROJECT
LET THE SCIENCE DISCOVER USLET THE SCIENCE DISCOVER US
March 2017March 2017
San Giovanni Valdarno, ItalySan Giovanni Valdarno, Italy
2.
3. OCSE P.I.S.A. results for ItalyOCSE P.I.S.A. results for Italy
PresentedbyIstitutoTecnicoCommercialeStatale"F.Severi"
C/oISISValdarno
SanGiovanniValdarno
Tuscany
Italy
Officialschoolwebsite
4. What is PISA?
The Programme for International
Student Assessment (PISA) is an
ongoing triennial survey that
assesses the extent to which 15-
year-olds students near the end of
compulsory education have
acquired key knowledge and skills
that are essential for full
participation in modern societies.
The assessment does not just
5. PISA offers insights for education policy and practice,
and helps monitor trends in students’ acquisition of
knowledge and skills across countries and in different
demographic subgroups within each country. The
findings allow policy makers around the world to
gauge the knowledge and skills of students in their
own countries in comparison with those in other
countries, set policy targets against measurable goals
8. Stable results
Average reading performance among 15-year-
olds in Italy is below the OECD average and
remained stable between 2000 and 2012.
Students in Italy score 490 points in reading, on
average – below the OECD average and
comparable with Austria, Croatia, the Czech
Republic, Denmark, Hungary, Israel, Latvia,
Luxembourg, Portugal, Spain, Sweden and the
United States.
9. Upward trends
Between 2000 and 2012 there was no change
in Italy’s reading performance; however,
after a decline in performance between 2000
and 2003, performance improved to reach
the levels observed in 2000.
Students in the regions of Veneto, Trento and
Lombardia attain 521 score points in
reading, well above the OECD average and
Italy’s mean score.
Girls outperform boys in reading by an
average of 39 score points
10. The share of low-performing students in science (18.7%) is
larger than the OECD average but
it shrank by 6.6 percentage points between 2006 and 2012.
At best, these students can
present scientific explanations that are obvious and follow
explicitly from given evidence.
The share of top-performing students in science (6.1%) is
below the OECD average and
increased by 1.5 percentage points between 2006 and
2012. Top-performing students can
identify, explain and apply scientific knowledge and
knowledge about science in a variety of
complex life situations.
Girls and boys perform at similar levels in science.
11.
12. Pre-primary education makes a difference later on.
The percentage of students who report not having
attended pre-primary school was 4% in Italy in 2012,
compared with an OECD average of 7%. Across OECD
countries enrolment in pre-primary education increased
between 2003 and 2012, while in Italy it remained stable.
In Italy, as in most other countries and economies,
disadvantaged students are over-represented among
students who reported that they had not attended pre-
primary school for more than one year; and students
who did not attend pre-primary education are at an
increasing disadvantage compared to their peers who
did.
In Italy as in the Czech Republic, Finland, Greece, Iceland,
Luxembourg, the Slovak Republic, Spain and Thailand,
the difference in mathematics performance between
those 15-year-olds who had attended pre-primary
school and those who hadn’t widened by more than 25
points between 2003 and 2012.
14. A high-cost of grade repetitionA high-cost of grade repetition
In Italy 17% of students reported having repeated a grade at least
once, against an OECD average of 12%. Between 2003 and 2012
the proportion of students who reported having repeated a grade
at least once increased by 2 percentage points while on average,
across OECD countries it declined, particularly in some of the
countries with very high levels of grade repetition. For example,
France had repetition rates of 39% in 2003, however this
proportion declined significantly between 2003 and 2012 and was
28% in 2012. Among students of equal performance in
mathematics, socioeconomically disadvantaged students are
more likely to having repeated a grade than advantaged students.
Requiring that students repeat grades implies some cost, not only
the expense of providing an additional year of education but also
the cost to society in delaying that student’s entry into the labour
market by at least one year. In Italy the cost of grade repetition
represents 6.7% of the annual national expenditure on primary-
and secondary-school education – or USD 47 174 per repeater.
15. Is student assessment of teachers reliable? Are studentsIs student assessment of teachers reliable? Are students
in the position to judge their teachers fairly?in the position to judge their teachers fairly?
“Seeking written feedback from students is associated with better
performance and greater equity.
In Italy, only 40% of students are in schools whose principal
reported that the school seeks
written feedback from students regarding lessons, teachers or
resources – well below the
OECD average of 61%.”
This data is to be studied because if such feedback has existed in
the past it must have been limited to a very small percentage of
schools. It is something very few Italian teachers have ever heard
about. This practice is common regulated by the law since last
year.
18. Equity is the keyEquity is the key
ITALY – Country Note –Results from PISA 2012
In Italy, a more socio-economically advantaged
student scores 30 points higher in mathematics
than a less-advantaged student.
Of the 39 countries and economies that participated
in both PISA 2003 and 2012, Mexico, Turkey
and Germany improved both their mathematics
performance and their levels of equity in
education
19. Figura S.6. Percentuale di studenti Low e Top performer in Scienze
in PISA 2006 e 2015
Fonte: OCSE, Database PISA 2015, Tab. S.8.
20. Context for student achievementContext for student achievement
GDP per capita and spending per student are in line with the
OECD average (GDP per capita in Italy is USD 32 110 against an
OECD average of USD 33 732 and spending per student is USD
84 416 against an OECD average of USD 83 382). In Italy only
17% of 35-44 year-olds have a tertiary qualification against an
OECD average of 34%: this means that 15-year-old students tend
to have less educated parents than is the case elsewhere. Italy
witnessed major changes in the student population, with an
increase of 5 percentage points in the proportion of students with
an immigrant background between 2003 and 2012. In Italy 18.4%
of students have a very low socio-economic status while on
average, across OECD countries this proportion is 15.4%. Many
students in Italy are not engaged with school and arrive late, skip
classes and days of school thus loosing valuable learning
opportunities. Socio-economically disadvantaged students are
particularly likely to display low levels of engagement.
25. Students in the regions of Veneto, Trento andStudents in the regions of Veneto, Trento and
Lombardia attain 521 score points in reading,Lombardia attain 521 score points in reading,
well above the OECD average and Italy’s mean score.well above the OECD average and Italy’s mean score.
28. Disadvantaged studentsDisadvantaged students
For disadvantaged students and those who struggle with
science, additional resources, targeted either to
individual students or to disadvantaged schools, can
make a difference in helping students acquire a
baseline level of science literacy and develop a lifelong
interest in the subject. All students, whether immigrant
or non-immigrant, advantaged or disadvantaged, would
also benefit from a more limited application of policies
that sort students into different programme tracks or
schools, particularly if these
policies are applied in the earliest years of secondary
school.
29. DisparitiesDisparities
These policies often contribute to disparities in
the amount and
depth of science instruction received by
students from different
backgrounds. Specific programmes might be
needed to spark
interest in science among students who may
not receive such
stimulation outside of school, and to support
students’ decision
to pursue further studies in science. Giving
30. • Students in private schools score higher in science than
students in public schools; but after accounting for the socio-
economic profile of students and schools, students in public
schools score higher than students in private schools on
average across OECD countries and in 22 education systems.
• Standardised tests are used extensively across PISA-
participating countries and economies. In about five out of
six school systems, at least half of students are assessed at
least once a year with mandatory standardised tests, and in
about three out of four countries, at least half of students are
assessed at least once a year with non-mandatory standardised
tests.
School governance, assessment and accountabilitySchool governance, assessment and accountability
31. When choosing a school for their child, parents are more likely
to consider important or very important that there is a safe
school environment, that the school has a good reputation
and that the school has an active and pleasant climate – even
more so than the academic achievement of the students in the
school.In the majority of countries with comparable data,
students’
performance in science remained essentially unchanged since
2006. However, mean performance in science improved
between 2006 and 2015 in Colombia, Israel, Macao (China),
Portugal, Qatar and Romania. Over this period, Macao
(China),
Portugal and Qatar increased the share of students performing
at or above Level 5 and simultaneously reduced the share of
students performing below the baseline level of proficiency
(Level 2).
32. • Canada, Denmark, Estonia, Hong Kong (China) and
Macao (China) achieve high levels of performance and equity
in education outcomes.
• Socio-economically disadvantaged students across OECD
countries are almost three times more likely than advantaged
students not to attain the baseline level of proficiency in science.
But about 29% of disadvantaged students are considered
resilient – meaning that they beat the odds and perform at high
levels. And in Macao (China) and Viet Nam, students facing the
greatest disadvantage on an international scale outperform the
most advantaged students in about 20 other PISA-participating
countries and economies.
33. Compensatory measures are often necessary as well as
technology as computers, but these have to be used in a way
that improves learning, not distracts from it. It is not enough for
students in these schools to spend more time studying after
school; they also need more time in regular lessons with better
teaching, which is what their counterparts in advantaged schools
already have. And they need more support after class, too, in the
form of tutoring, and in enriching extracurricular activities,
especially in countries and economies where students in
advantaged schools spend more time studying after school, such
as Croatia, Italy, Japan, Korea, Macao (China) and Chinese
Taipei. Governments may need to provide additional resources
for free-of-charge tutoring in disadvantaged schools so as to
prevent the development of a shadow education system – and to
ensure equity in education opportunities.
Compensatory measuresCompensatory measures
34. PISA average scores from www.businessinsiders.com
Resources from the Web to learn more
Useful links
PISA results 2015
PISA Results 2012 PISA Results 2012 Italy
The Guardian on PISA 2012
35. ➲ "The European Commission support for the production of this publication does not
constitute an endorsement of the contents which reflects the views only of the
authors, and the Commission cannot be held responsi-ble for any use which may be
made of the information contained therein.